Style of pedagogical activity as a regulator of emotional burnout in physical education teachers

Relevance. The research of the influence of an individual style of activity on the development of symptoms of emotional burnout in teachers is significant and relevant. It should be emphasized that there is a specific manifestation of the emotional burnout syndrome for different types of human activity. Despite a large number of studies of the features of the development of burnout in teachers, there is currently insufficient data on the specifics of the development of emotional burnout in sports coaches and physical education teachers.The purpose of the research is to study the style of pedagogical activity as a regulator of emotional burnout among physical education teachers.Research methods: V.V. Boyko’s emotional burn-out questionnaire «Boyko and the method «Teacher’s analysis of the style of his pedagogical activity». The research involved teachers of physical culture of Krasnodar. The sample amount was 50 people. The age of the subjects was from 22 to 37 years. To study the relationship between the components of emotional burnout and the styles of pedagogical activity, a Pearson correlation analysis was used. The most formed phases of emotional burn- out among physical education teachers are «Exhaustion» and «Tension». The most preferred style of pedagogical activity among teachers is the reasoning-methodical style, followed by the emotional-improvisational style, the least number of teachers are committed to the reasoning-improvisational style. In a correlation study, it was found that all styles of pedagogical activity have reliable relationships with the symptoms of emotional burnout. They contribute to the development of some symptoms, and prevent the formation of other symptoms.Conclusions. The unfavorable styles of pedagogical activity, according to the results obtained, include reasoning-improvisational and reasoning-methodical styles. Perhaps this is due to the fact that they are reliably associated with “severe” symptoms of emotional burnout. Thus, it can be concluded that the individual style of the teacher’s activity has a close relationship with the components of the emotional burnout syndrome.